collectiondatepublishercreatorformat description- – Today the public is demanding that it exercise more control over how tax dollars are spent in the educational sphere, with multitudes also canvassing that education become closely aligned to the marketplace's economic forces. In this paper I examine an historical precedent for such demands, i.e. the comprehensive 19th century system of accountability,"Payment by Results,"which endured in English and Welsh elementary schools from 1862 until 1897. Particular emphasis is focused on the economic market-driven aspect of the system whereby every pupil was examined annually by an Inspector, the amount of the governmental grant being largely dependent on the answering. I argue that this was a narrow, restrictive system of educational accountability though one totally in keeping with the age's pervasive utilitarian belief in laissez-faire. I conclude by observing that this Victorian system might be suggestive to us today when calls for analogous schemes of educational accountability are shrill.
collectiondatepublishercreatorformat description- – In my paper I argue that as college and university libraries, and their concomitant systems of networked information resource instruction, become an intrinsic part of a pervasive electronic community, librarians must play a greatly increased role in the teaching process. Indeed, opportunities for library instruction are augmenting dramatically and the conventional procedural-focused approach to teaching clearly no longer suffices. However, it is a major contention of my paper that though library schools, the vast majority of whose MLS programs are of only one year duration, are facing the challenge of preparing librarians to utilize the technological and electronic tools of the modern library, they are inadequately training them in the complexities of teaching such tools. Certainly, only a few library schools currently offer even one full course in the various elements of pedagogy. Consequently, I propose the creation of MLS programs where all MLS students study educational psychology as well as the philosophy, principles, and methodology of teaching. I also recommend that all MLS programs last two years to ensure that library school students can study in breadth and in depth as a year-long elective the pedagogy that I am proposing.
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